What is Using Media to Enhance Teaching and Learning?

Media can be a component of active learning strategies such as group discussions or case studies. Media could be a a film clip, a song you hear on the radio, podcast of a lecture or newspaper article. Students can also create their own media. For example, student video projects can be a powerful learning experience.

Why Teach with Media to Enhance Teaching and Learning?

The use of media to enhance teaching and learning complements traditional approaches to learning. Effective instruction builds bridges between students' knowledge and the learning objectives of the course. Using media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts.

How to Teach with Media to Enhance Teaching and Learning

Media – like all other teaching techniques – should be used judiciously in the learning process. Media can be used to motivate discussions or lock in concepts. However, there are a number of important considerations for faculty before they integrate media or ask their students to use or develop media in their courses. This section explores tips for effectively using media, notes a number of common mistakes to be avoided and describes how to involve students in creating media on their own. The dramatic growth of social media creates new opportunities for engaging students. These include social networking sites such as Facebook, MySpace, LinkedIn, and Twitter along with blogs and wikis.

Examples of Using Media to Enhance Teaching and Learning

Here are detailed examples to help you see the power of media to enhance what is learned.

http://serc.carleton.edu/sp/library/media/index.html

What is Using Media to Enhance Teaching and Learning?

Media can be a component of active learning strategies such as group discussions or case studies. Media could be a a film clip, a song you hear on the radio, podcast of a lecture or newspaper article. Students can also create their own media. For example, student video projects can be a powerful learning experience.

Why Teach with Media to Enhance Teaching and Learning?

The use of media to enhance teaching and learning complements traditional approaches to learning. Effective instruction builds bridges between students' knowledge and the learning objectives of the course. Using media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts.

How to Teach with Media to Enhance Teaching and Learning

Media – like all other teaching techniques – should be used judiciously in the learning process. Media can be used to motivate discussions or lock in concepts. However, there are a number of important considerations for faculty before they integrate media or ask their students to use or develop media in their courses. This section explores tips for effectively using media, notes a number of common mistakes to be avoided and describes how to involve students in creating media on their own. The dramatic growth of social media creates new opportunities for engaging students. These include social networking sites such as Facebook, MySpace, LinkedIn, and Twitter along with blogs and wikis.

Examples of Using Media to Enhance Teaching and Learning

Here are detailed examples to help you see the power of media to enhance what is learned.

http://serc.carleton.edu/sp/library/media/index.html

The multimodal features in multimedia  can help to engage young learners interest and enhance their understanding. Please find attached some articles to aid your literature.

Article Using multimedia technology as an instructional tool to enha...

Article TICLE: Using multimedia multimodal guidance to enhance learning

Article Conference Plenary HOW CAN INTERACTIVE MULTIMEDIA ENHANCE LEARNING?

Conference Paper The effectiveness of YouTube as a pedagogical tool in TVET training

Article Does animation enhance learning? A meta-analysis

Article Knörzer, L., Brünken, R., & Park, B. (in press). Emotions in...

Multimedia or any other technology has not “per se” special features that enhance learning process. The key is, as the last 50 years research has fixed, the teacher and the method, as well as other external variables linked to socio-economics elements.

By other way, perhaps today “multimedia” is not the best word to designate a specific technology considering that the most if not all digital techs include several media and are interactive, the two basic elements of a multimedia system. I suggest you to reorient your research, keeping your current line, but with a more current context:

• If you want to know recent developments but under a critical view, in Multimedia/technology enhanced learning:

Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Recent Developments in Technology- Enhanced Learning: A Critical Assessment. RUSC. Universities and Knowledge Society Journal, 12(2). pp. 73-86. http://dx.doi.org/10.7238/rusc.v12i2.2453

• “Multimedia enhanced learning” means “Enhanced learning with Multimedia based pedagogy” and it could help you:

Sharples, Mike; Adams, Anne; Alozie, N; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; McAndrew, Patrick; Means, B; Remold, J; Rienties, Bart; Roschelle, J; Vogt, K; Whitelock, Denise and Yarnall, L (2015). Innovating Pedagogy 2015: Open University Innovation Report 4. The Open University. http://oro.open.ac.uk/45319/1/InnovatingPedagogy_2015.pdf

• And if you want to go one step forward in the future, not in nice scenarios with impacting technology but in real learning improvements, see:

Tak-Wai Chan, Jeremy Roschelle, Sherry Hsi, Kinshuk Kinshuk, Mike Sharples, et al.. One-to- one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, World Scientific Publishing, 2006, 1(1), pp.3- 29 https://telearn.archives-ouvertes.fr/file/index/docid/190632/filename/A132_Chan-et-al2006_OneToOne.pdf Good luck

Article Recent Developments in Technology-Enhanced Learning: A Criti...

With multimedia products we can simulate processes which are not readily observable, because they are too large (the universe phenomena) or too small (cellular events) or too rapid (explosion) or too slow (one tree growth).

These products also allow to "make transparent the walls of the classroom", ie, bring into the classroom the outside world or lead to the outside the reality of the classroom.

I leave some examples of use of these products in a 1st cycle room.

http://mediacoes.ese.ips.pt/index.php/mediacoesonline/article/view/120

http://www.exedrajournal.com/docs/N5/03A-Rodrigues_Putos.pdf

http://comum.rcaap.pt/handle/10400.26/9039

I have looked at using multimedia effectively for adult learners but the main research that really changed my perspective was Richard E Mayer's, which I think is applicable for all ages, for example 

Chapter Cognitive theory of multimedia learning

Music combined with content, video, and mnemonic devices serve as powerful teaching tools.  Anecdotally, I can conduct an unscientific poll amongst my colleagues, who can attest to a limerick, or a song, or film that introduced them and fully captured their attention and 20+ years later, they can still recall when a concept clicked in their heads.

Enhancing student learning using multimedia and web technologies: Students’ perceptions of an authentic learning experience in a Malaysian classroom

Heidi Yeen-Ju Tan, Joyce Wai-Jing Kwok, Mai Neo & Tse-Kian Neo

SMILE, CEMKA, Faculty of Creative Multimedia

Multimedia University, Malaysia

There is still a lack of confidence in the effectiveness of online education as education materials are being developed without proper consideration as to their design and content representation (Chung, 2008). Adding to that, we are now in a world where the ability to identify and solve real-world complex problems has become a career transcending skill (Levy & Murnane, 2005) hence creating the need for incorporating authentic learning principles into learning content as it creates an environment that allows students to gain crucial real-world skills (Lombardi, 2007). Therefore this paper reports a study conducted to assess the impact of incorporating authentic learning principles (Herrington & Kervin, 2007) into a web-based multimedia learning module, and embedding it within a student-centred learning environment, on the student learning process. Students were presented with a multimedia-mediated web-based learning module, developed within the curriculum of the class, and their feedback was solicited. Results showed that students were very positive towards the incorporation of interactive authentic activities and found the authentic learning environment to be very relevant to their learning and became more engaged and actively involved in their learning process. These results show strong and encouraging support for the development of multimedia web-based modules that are grounded in authentic learning and sound design principles, and an innovative teaching and learning strategy in a technology-backed class.

Enhancing student learning using multimedia and web technologies: Students’ perceptions of an authentic learning experience in a Malaysian classroom http://www.ascilite.org/conferences/sydney10/procs/Tan-full.pdf

Szuprowicz, 1993 – Human acquire their knowledge

Previous answers have provided lots of good material.  Here is a bit more.

First, the ability to access material when the students wish and control the pace themselves is proven to be effective.  (Sorden, 2005; Mayer & Moreno, 2003).

Second, it is known that effective working memory is increased by using auditory and visual working memory together. (Sorden, 2005; Mayer, 2001).

Finally, a fairly new way of producing multi-media material is called a lightboard. It is a sheet of glass and the instructor writes on it as on a blackboard, and the camera is on the other side of the glass.  It is known that it is a natural human trait to "follow the hands" (Isbell, 2010), and lightboards allow for this. To learn more about lightboards see: http://lightboard.info/

Finally, a Chinese proverb has it about right:

I see ... and I forget.

I hear ... and I remember.

I do ... and I understand.

References:

Isbel, L.A. (2010). The Fruit, the Tree and the Serpent: Why We See so Well. Atlantic (April 2010).

http://www.theatlantic.com/magazine/archive/2010/04/cover-to-cover/307977/

Mayer, R (2001). Multimedia learning. Cambridge; New York: Cambridge University Press.

Mayer, R., & R. Moreno (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

Sorden, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8, 263-279.

http://www.inform.nu/Articles/Vol8/v8p263-279Sorden34.pdf

There are some papers in ResearchGate by Shirley Agostinho you might find of use.

In one study "...Participants were 61 primary school children (8-11 years),..."

https://www.researchgate.net/profile/Shirley_Agostinho

Hi Rita

That depend whether you will work with individual or collaborative learning, among other things. I would recommend you to review the cognitive perspective of multimedia learning proposed by Richard Mayer and his colleagues. Best!

http://www.cambridge.org/cl/academic/subjects/psychology/cognition/cambridge-handbook-multimedia-learning-2nd-edition?format=PB

USING  MULTIMEDIA  TO  ENHANCE  LEARNING  IN CONDENSED MATTER PHYSICS

Abstract

       This article  reports the development of  “Multimedia Condensed Matter Physics" (MCMP) - a package intended as an interactive learning tool for students. The popularity of multimedia-based teaching is steadily climbing in recent years. In City University of Hong Kong [CityU] alone there are some twenty “degree” courses that are being taught using multimedia technologies, and the number is continuing to rise. Multimedia-based learning provides a more active learning environment to the traditional teachings in classrooms and lecture theatres. As with all sciences the key to understanding rests entirely on grasping the basic principles and concepts. Traditional lectures provide very little opportunity for students to acquire this; the vast majority of the time are usually spent on taking notes using pen and paper, or simply reading pages and pages of handouts which at best are filled with “static” black and white illustrations. The advent of multimedia has changed all this. Instead of paper handouts, the materials are now delivered in the form of electronic media, e.g., HTML documents and Multimedia programs on CD-ROM. One main advantage of using multimedia technology in teaching is that the materials can now be illustrated using high quality graphics and animations, which were not possible before. Concepts illustrated with the help of images and animations in this way are believed to be easier  to understand and better retained. The package will enhance the effectiveness of teaching and learning, for staff and students, respectively, participating in a first course on condensed matter or solid state physics, materials science and the physics and chemistry of solids, in any tertiary institutions.

      The major aim of the project is motivate students to learn. Two  objectives in the development of the present package are: (a) to use multimedia features to enhance the quality of presentation to simplify the difficult-to-grasp physical concepts and (b) to increase  student’s interest in the subject  by a  learner-centred approach.

      The finished product will consist of a multimedia package on CD-ROM and an accompanied manual. The City University of Hong Kong Press is expected to publish the final product. The skills and experience gained from this work can be further researched and extended to other courses taught in universities and colleges.

http://www.ugc.edu.hk/tlqpr01/site/abstracts/058_rudowicz.htm

This article can be helpful for you:

https://www.researchgate.net/publication/264347484_How_Much_Multimedia_Should_You_Add_to_PowerPoint_Slides_When_Teaching_Online?ev=prf_pub

Best regards,

Debra

Article How Much Multimedia Should You Add to PowerPoint Slides When...

Hi,

Please check my profile, I have made extensive works in this. Most important are the following:

1. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(1), 157-170.

2. Pellas, N. & Kazanidis, I. (2014). The impact of computer self-efficacy, situational interest and academic self-concept in virtual communities of inquiry during the distance learning procedures through Second Life. Wide Web–internet and Web Information Systems Journal, 17(4), 695-722. 

3. Pellas, N. & Peroutseas, E. (2015). Leveraging Scratch4SL and Second Life for programming courses in secondary education: Findings from a case study. New Review of Hypermedia and Multimedia Journal. DOI: 10.1080/13614568.2016.1152314.

4. . Pellas, N. & Kazanidis, I. (2014). Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses. Computers in Human Behavior, 40(2), 31-43.

Kind regards,

NP

Engaging students in a multimedia cooperative learning environment: A Malaysian experience

Tse-Kian Neo, Mai Neo and Joyce W.J. Kwok

SMILE, CEMKA, Faculty of Creative Multimedia

Multimedia University, Malaysia

      This study focuses on developing a cooperative learning environment to promote active learning. Within this learning environment, multimedia technology and the use of Web 2.0 tools, namely, blogs were integrated to provide the students the opportunity to learn on their own as well as to document their process and experience within this cooperative learning environment. The purpose of the study is to determine its impact on student learning, their perceptions and learning experiences. Surveys were administrated to students to ascertain their reactions towards this learning environment. The results were encouraging as students

managed to cooperate with each other to accomplish their common goal. The use of blogs served as a tool to enhance team cooperation and to foster a learning community within the class. This multimedia enhanced cooperative environment proved to be a viable alternative to the traditional classroom and was an effective strategy to enhance the students’ learning process.

From the point of view of Genetic Epistemology of Piaget, the use of media depends on how the teacher plans the action for the construction of knowledge should occur. An example, to treat polimonial graphic outline is important to propose activities that students have to build and reflect on what they are doing. In geometry, you can work with concrete and virtual material, featuring different media. All that create opportunities reflection, coming action (mental or on objects), invites to learning.

I have helped.

Rodrigo

Streaming Media to Enhance Teaching and Improve Learning

by Virginia Michelich

Note: This article was originally published in The Technology Source (http://ts.mivu.org/) as: Virginia Michelich "Streaming Media to Enhance Teaching and Improve Learning" The Technology Source, January/February 2002. Available online at http://ts.mivu.org/default.asp?show=article&id=1034. The article is reprinted here with permission of the publisher.

The use of online courses continues to grow worldwide, yet it is still not clear whether such online learning environments enhance the learning outcomes of students or even meet the level of success of traditional classrooms. Many online courses currently represent no more than electronic versions of traditional classes without, of course, face-to-face interaction between instructor and students. These electronic courses often contain Web materials that lack any significant level of creativity or interactivity (Dehoney & Reeves, 1999). Cognitive research suggests that the addition of multimedia can actually improve the learning process if certain methods are employed. By using auditory and visual methods of presenting information, students can process that information more quickly, often fostering an enhanced learning process (Campbell, Lum, & Singh, 2000).

The Problem

Students often have a difficult time in visualizing concepts and struggle to grasp information that is presented either verbally or in text. This situation certainly exists in traditional classrooms but can become particularly acute in an online environment. In the study of biology, we discuss cells, living organisms, and processes of life that are often difficult to visualize from only a verbal or text-based explanation. For biology, in other words, a picture certainly is worth a thousand words. How could we make our students understand the processes of life if we could not show them? In a conventional classroom, overhead transparencies, 35mm slides, and films have helped instructors bring biology "to life." However, even the teaching aids that are currently available do not provide enough help. Delivering biology online can compound this problem. Though online delivery provides an opportunity for a multimedia environment, not all instructors take advantage of these technologies, nor is the content that they need always available for Web delivery.

Streaming Media Solutions

Others have shown that technology can provide the rich content and learning support that are considered to be critical elements of online learning (Oliver, 1999). Our goal was to increase student learning and performance by infusing streaming media content into both our online and traditional "Principles of Biology" courses (for undergraduate science majors). We hoped that such technology would help us overcome the problems of online and traditional classrooms. By using streaming media technology, which allows files to play as they download, we could deliver content that would be difficult to convey in other ways. Additionally, we sought to enhance the learning process for our students by providing course materials that would allow for reflection and review after they encountered them in the classroom.

We began by using a video microscope to capture digital images of cells and living organisms. How could we explain cytoplasmic streaming more effectively than by actually displaying it in both a protozoan (amoeba) and a plant cell? Our students study cell reproduction, which involves the processes of mitosis and meiosis, by using a series of microscope slides that show each stage of the process. We captured these images digitally and, using RealSlideshow, created a streaming media file that displays each picture of mitotic division in sequence with added text and audio (Exhibit 1) (Editor's note: The exhibits in this article require RealPlayer 8 basic or higher to be viewed. To download a version of RealPlayer, visit their download site.) In this format, the images, text, and audio download quickly over a modem and are accessible to students with slow connections. Student response to this use of technology was encouraging; they liked having images along with the text explanations and especially enjoyed the audio explanations.

We later expanded our offerings to include content on laboratory experiments as well. Many of the processes that students study in a biology lab take too much time for one lab period and cannot be left until the next week. Streaming media technology allows us to overcome this problem. For example, we study egg fertilization and development in sea urchins. The students actually perform the experiment in the lab and usually see the four- to eight-cell stage of division by the time the lab ends. After a day and a half, the fertilized eggs reach the larval stage. We digitally capture the entire process, from the shedding of gametes to the development of the sea urchins to the larval stage. We deliver the video, text, and audio explanations with streaming technology that uses Synchronized Multimedia Integration Language (SMIL). Now, the students can see the entire process in about 23 minutes. We found that this file downloads well over a 56.6k modem.

Currently, we are also taking advantage of a SMART board in conjunction with streaming media technology to provide multimedia content to our students. A SMART board is an electronic version of a whiteboard that is compatible with programs such as Microsoft PowerPoint. Any PowerPoint slides, including images, and any notes written on the SMART board can be captured and saved as HTML files. I am now teaching in a classroom with a SMART board and capturing classroom discussions. The classroom is equipped with a camera, a microphone, and a computer with the software I need. Using RealProducer G2, we capture each biology class, including video, audio, and SMART board slides (Exhibit 2) and then link to the class through WebCT course delivery software so that students may access the material online to review classes. When the students click on the link, they see a page of all the SMART board slides. They may click on a link on that page to hear the audio presentation from the class. In addition, RealPlayer is embedded in the page so that they may also view the video of the class. In this way, the students can access the format that works best for the connection speed they happen to be using at the time. We recommend that they use the video format only if they are using a high speed connection. We also use the SMART board to create streaming media content modules for the online classes. We offer clips that explain complex processes such as the light reactions of photosynthesis. Each stage of the process can be represented on a separate SMART board slide with a link to an audio explanation (Exhibit 3). This technique has proven invaluable for demonstrating how to approach problem solving, including population genetics problems, and for explaining difficult processes like nerve impulse transmission.

Student Feedback and Success

The results of this project show that our efforts have been successful. Though we have not yet conducted a formal survey, anecdotal feedback from students has been noteworthy. As the first video clips appeared, online students called to tell us how much the images and audio helped them understand the processes that we study in this course. "Oh, to hear a voice, I understand now," was a phrase I heard more than once. The first students to notice the multimedia were quick to send an e-mail or post a bulletin to other students to alert them. Online students have remarked that the streaming media files captured from the classroom help them to understand the more difficult concepts that they encounter in this course. As they leave our classroom, my students ask how soon I will have that day's class linked to our Web site. These students also have begun to ask other instructors at our institution when they plan to start using this technology. Further, I have noticed a significant increase in class participation since these streaming media files have been available for the students. They are less concerned about taking copious notes and now can focus on understanding the concepts during class. They know they will have the class material to review whenever they need it. Most importantly, though, student performance on exams and assignments has improved in the multimedia-infused courses. As I teach both the traditional and online versions of this biology sequence, I can give the same exams to both groups of students. The online students are required to take proctored exams. Over the past four terms, I have compared grades among these biology classes before and after my implementation of the multimedia while also comparing achievement in online versus face-to-face classes. The average grades in this course sequence have increased by ten percent since infusion of the multimedia, and the online students perform as well and sometimes better than the face-to-face students. Other departments at our institution are beginning to develop streaming media content modules for online courses in humanities and nursing. Science faculty are exploring the use of streaming media technology to deliver pre-laboratory learning modules and for its use in delivering laboratories online. The success we have had is encouraging others, and we believe the use of streaming media technology at our institution will continue to grow.

http://www.technologysource.org/article/streaming_media_to_enhance_teaching_and_improve_learning/

Learning in a Flash, available at https://www.researchgate.net/publication/266477068_Learning_in_a_Flash, underscores the fact that text is no longer the primary means of learning transfer: character-based simulation, in which animated characters provide a social context that motivates learners, can improve cognition and recall.

Article Learning in a Flash

Multimedia: A Technique in Teaching Process in the Classrooms

ASHVINI JOSHI

Abstract:One of the techniques to improving the students’ meets the academic needs and helps them developing English language skills is providing multimedia during the process of teaching and learning in the classroom. Multimedia classroom provide the students chances for interacting with diverse texts that give them a solid background in the tasks and content of mainstream college courses. The writing aims to find out some advantages of the use of multimedia in the classroom. Also, the involvement of technology in the classroom can not denied giving positive point to improving the quality of teaching and giving more various techniques in teaching a foreign language. The research uses a qualitative method giving a deeply description using multimedia in the classroom. The difference between a traditional classroom and multimedia classroom has been drawn in this writing. The writing shows that there are some advantages in teaching English using multimedia as a technique in teaching process in the classroom. Through the media the teacher could give more opportunity to students to express their opinions and enjoy during the course. The highly presence and motivation also bring positive aspects to students so that they can improve their skills.

http://www.cwejournal.org/vol7no1/multimedia-a-technique-in-teaching-process-in-the-classrooms/

This site also helpful for elementary school level learning.

http://www.arvindguptatoys.com/

Hi,

Please also check this article: Pellas, N., Konstantinou, N., Kazanidis, I. & Georgiou, G. (2016). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education & Information Technologies. DOI: 10.1007/s10639-016-9537-2

Kind regards,

NP

TEACHERS AS MULTIMEDIA DEVELOPERS: USING MULTIMEDIA AUTHORINGTOOLS TO ENHANCE TEACHING AND LEARNING IN THE CLASSROOM

Mr Ken Neo Tse Kian Lecturer,

Abstract

 In recent years, many institutions of higher learning inMalaysia are incorporating multimedia technology into the classroom to enhancethe teaching and learning process. In this paper, we focus on the process inwhich an interactive multimedia learning (IMML) module was created usingAuthorware. This learning module is based on a lecture in a multimedia degreecourse in the Faculty of Creative Multimedia, Multimedia University, Malaysia.Inclusive in this presentation is a highlight of Authorware's capability toframe a multiple-choice test, which can be conducted electronically andsynchronously in a networked learning environment.

http://ascilite.org/archived-journals/e-jist/docs/Vol7_No1/CurrentPractice/Teachers_mm_dev.htm

This makes the learning process easier, faster, more efficient, complete, richer and more convenient.

Using Multimedia Tools to Help Students Learn Science

In an increasingly complex world, it is critical that all students have extensive practice in what it means to think like a scientist. The skills essential in science education are “not only needed by scientists, but by every citizen in order to become a scientifically literate person able to function in a society where science has a major role and impact [on daily life]” (Huppert et al., 2002, 807). Advances in every arena, from computer technology to healthcare to food production to the automotive industry have changed our world in ways that few could have anticipated. Students need a firm grasp of science in order to fully comprehend their world and make informed decisions. The questions presented by new technologies may not have an answer or may have multiple answers. Students who have experience applying scientific inquiry and reasoning to real-world problems in the classroom will have an edge when faced with these types of questions as adults:

What does it mean for a food to be genetically modified? Is it dangerous?

What effects will new fuel technologies have on the environment?

What are the benefits and detriments of stem cell technology?

In the last twenty years, educators and researchers have begun to look carefully at science education and how students learn best. It is generally accepted that students learn best by doing – particularly in science courses (Dalton et al., 1997). When students are engaged in “actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers” (Roschelle et al., 2000, p.79), they are more likely to gain an expert understanding of science concepts.

Technology tools are one way to expose children to this type of learning. Indeed, as researchers have begun to understand more about the situations in which students learn best, they have found that “the structure and resources of traditional classrooms” are often inadequate and that “technology – when used effectively – can enable ways of teaching that are much better matched to how children learn” (Roschelle et al., 2000, p.79). While many studies of technology use in the classroom have reported mixed results, the largest gains seem to occur when technology tools are used to teach science and mathematics (Roschelle et al., 2000). Current multimedia technologies allow students to interact with information in new ways, change content, and even create their own visualizations. Such interactivity enables a wide variety of users to access content.

Scientists routinely use a number of technology tools in their daily practice, including virtual laboratories and simulations, models of scientific phenomena, and collaborative tools such as e-mail, video conferencing, and online collaborative knowledge bases such as wikis. Many of these tools support hands-on work done in the laboratory or field; others enable researchers to view processes–such as protein folding–that would be impossible to observe otherwise. While students are unlikely to have access to many of these tools in the classroom, they can use similar technologies and multimedia tools to work like scientists; by collaborating with their peers, modeling scientific processes, conducting virtual experiments, and actively participating in research with scientists locally and around the world.

There are many choices when it comes to multimedia technology for science instruction. It is important that teachers know how to evaluate technology and determine what the best fit is for their students, their classroom, their curriculum, and their teaching style (Roschelle et al., 2000).

This Research in Brief article describes some of the ways that classroom teachers can use multimedia technologies to enhance science instruction and develop students’ scientific inquiry skills. We preface the discussion by noting that while specific titles and types of software are mentioned, there is insufficient research to make specific recommendations regarding tools beneficial for specific circumstances. The article is divided into three main types of multimedia tools:

Modeling Tools and Multiple Representations,

Tools that Facilitate Collaboration and Discourse, and

Simulations and Virtual Labs.

http://www.cited.org/index.aspx?page_id=148

Have a look at http://www.sciencedirect.com/science/article/pii/S2210831912000033

and Andy's 

https://www.researchgate.net/profile/Andrew_Hede/publication/245344936_An_integrated_model_of_multimedia_effects_on_learning/links/54c9c2550cf2f0b56c248484.pdf

Article An integrated model of multimedia effects on learning

There is lot literature giving evidence that multimedia helps in learning faster and remembering for long time than simple lecture based teaching. Some of the articles you may look into: 

1.     Brown, Christine (2007). Learning Through Multimedia Construction-A Complex Strategy. Journal of Educational Multimedia and Hypermedia, 16(2), 93-124. 

2.     Understanding Multimedia Learning: Integrating multimedia in the K-12 classroom. https://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf

3.     The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University - Languages and Translation. Volume 24, Issue 2, July 2012, Pages 75-82 http://www.sciencedirect.com/science/article/pii/S2210831912000033 

4.     Can a multimedia tool help students' learning performance in complex biology subjects? South African Journal of Education vol.35 n.4 Pretoria Nov. 2015. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000400013 

You may look into ERIC database at https://eric.ed.gov/

Cambridge Handbook of Multimedia Learning by Mayer and Moreno.

Mayer and Moreno conducted many research studies on use of multimedia as instructional material

Major problem with use of multimedia instructions is "cognitive overload" search articles on it.

This book anmnd relevant articles will help you.

Rita Tavares You can go through this meta anlysis

http://scholar.google.com.pk/scholar_url?url=https://archive-ouverte.unige.ch/unige:92234/ATTACHMENT01&hl=en&sa=X&scisig=AAGBfm22ueFp8gEJ2MbMs1WMg5pByQXC7g&nossl=1&oi=scholarr

E' un supporto molto utile . Io sono na docente di rete e ne conoscoi risultati

Berney and Betroncourt (2016). Does animation enhance learning: A metaa alysis.

Please check these